A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior
Document Type
Article
Publication Date
7-28-2010
School
Psychology
Abstract
This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice. © 2010 Springer Science+Business Media, LLC.
Publication Title
Journal of Behavioral Education
Volume
19
Issue
3
First Page
185
Last Page
204
Recommended Citation
LeGray, M.,
Dufrene, B.,
Sterling-Turner, H.,
Olmi, D.,
Bellone, K.
(2010). A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior. Journal of Behavioral Education, 19(3), 185-204.
Available at: https://aquila.usm.edu/fac_pubs/21253